Autonomia do aluno com necessidades educacionais especiais: possibilidade ou utopia?

Abstract

To search the autonomy as possibility in the special education means, unquestionably, to respect this pupil; to allow that if it develops integrally in way to the circumstances where lives, to the conditions of its thought and, in each stage for which to pass, in different aspects, if enriches each time more, adopting behaviors that, exactly in the heterogeneidade of the group which belongs, they are felt integrated, enclosed. Construction agent of its proper knowledge, the knowledge on the world and its individual and group identity, the child with educational necessities special daily discloses reasons underling for which its form emerges to think, to feel and to be; significant and highly revealing aspects of its peculiarity in becoming related with the environment partner-moral evidencing capacities to take and/or to lead proper initiatives, adaptando themselves or not to the context. The contributions of different antrors, over all Piaget had subsidized and endorsed the reflections of this research of qualitativebibliographical nature and make possible to conclude that only the gradual construction of the autonomy for the pupil with necessities special is capable to guarantee the necessary dignity any human being, in any stage of the live.